Question I :

Our National Philosophy of Education (FPK) has its own objectives and aims.
It focuses on the values, beliefs and attitudes in relation to the growth process of
individuals and society. These values, beliefs and attitudes determine the direction of
our education, particularly in the aims, goals, objectives, content delivery and
assessment of education. The aims of Malaysian education are to produce
individuals who are intellectually, spiritually, emotionally and physically balanced and
harmonic, based on a firm belief in and devotion to God; so that they become
Malaysian citizens who are knowledgeable and competent, possess high moral
standards and are responsible and capable of achieving high level of personal well-
being as well as being able to contribute to the harmony and betterment of the
family, society and nation.
Our Prime Minister once speaks in a speech in 2006 and he urged the
National Education System to concentrate more on human capital development, the
creation of bright-minded students, the formation of citizen that could control the
knowledge, skills and information, and also having program that could create human
mind for being an Ulul al-Bab. Thus, the government studied the national
curriculum to make sure the curriculum is holistic and relevant to create human
capital that can balance out the challenged that will be faced in the future. So, in
2011, the Ministry of Education Malaysia had introduced new curriculum called The
Standardized Curriculum for Primary Schools (KSSR) to replace KBSR. The
implementation of KSSR brings about certain changes to the curriculum content and
practices in the primary school system. The remodelling of curriculum content
through the introduction of new subjects, emphases on sound pedagogical
approaches and holistic assessment methods are among the initiatives outlined in
KSSR.
Education director-general Tan Sri Alimuddin Mohd Dom issued an order on
14 October 2010 that, the Education Ministry would formally launch the KSSR for all
primary one students in 2011. In line with the NKRA for the Ministry, the curriculum
for Stage I primary schooling emphasizes the mastery of the basic 3Rs, reasoning
skills, basic ICT, the development of socio-emotional, spiritual, physical, cognitive,
attitudes and values. The discipline of knowledge is categorized into 3 main
modules; the core basic module the core thematic module and the elective module.
This means that from 2011, primary one students school syllabuses and
class attendance will be different. Their class time of 1,380 minutes. Under the new
program, the number of Malay periods in Chinese primary schools has increased to
10. This was set with the aim of consolidating the national language policy.
Education Minister Tan Sri Muhyiddin Yassin has guaranteed that only bilingual
teachers who know both the Chinese and Malay languages will be sent to teach
Malay to primary school standard one students in Chinese primary schools. It is
hoped that all Chinese primary schools will have sufficient number of bilingual
teachers, so that the students can commence classes successfully.
Furthermore with the cancellation of the policy to teach Mathematics and
Science in the English language, the numbers of Mathematics periods have reduced
from the original 10 to six. All teaching will be done in Chinese. So, the time
allocation in KSSR will be, English periods will raised from the original two to five;
this is in line with the will of the Chinese community. However, Malaysia still
seriously lacks English teachers. The main reason for the increase in English periods
is to strengthen the grasp of the English language, and to improve the standard of
English in the new generation. To achieve this goal, the standard of English teachers
must also be improved. It is time for the Education Ministry to plan for the training of
more teachers, to address the problem of shortage of English teachers.
KSSR has received positive feedback from teachers and parents, in that it has
increased interest among students to learn English. Education Deputy Director-
General (Policy) Prof Dr Khair Mohamad Yusof said this was because the KSSR
approach was no longer the old method, but focused on a more fun way of learning
English. He also said that KSSR not only focus on language proficiency, but also
communication among the students. It pedagogy also uses other methods such as
games and music. This means the curriculum is pupil-centred with an emphasis on
fun learning, critical and creative thinking, reasoning skills, communication and ICT
literacy as the new curriculum is based on six key areas that are communication,
spiritual attitude and values, humanitarianism, literacy in science and technology,
physical and personal development and all this six key areas is to produce holistic
individuals.
So, the first underlying principle of the curriculum is back to basics. Back to
basic is essential for teachers. It is because in order to build strong foundation in
language or in numbers, teachers must begin with basic literacy skills. In order to
help the pupils to increase their skills in their understanding of the subject of
language, basic listening and speaking are introduce. In English language, the
strategy of phonics is introduced in order to help pupils begin to read and have a
good foundation in English. Therefore, this will help pupils acquire good handwriting.
There are different students and each student has different needs. In order to
meet their need and skill they have, the teaching approaches, lessons and
curriculum materials must be made to meet and suit their different needs and
abilities of the students and those make their full potential to be realised. In line with
growing globalisation, technology is used extensively in our daily communication.
Information available on the internet and other electronic media will be vital for
knowledge acquisition. Networking facilities will be useful for pupils to communicate
and share knowledge with each other. This meet the needs of FPK as KSSR will
create and generate citizen will full of skills and have what it takes to survive in
current vast era.
In KSSR, there will be educational emphases. Human possess eight different
intelligences. In order to maximise teaching and learning in the classroom, these
intelligence are importance For example, interpersonal intelligence Is reflected when
pupils are taught the polite forms of language expression so as not to offended the
people they communicate with. To nurture their kinaesthetic intelligence, role-play
and jazz chants in introduce in KSSR of English. KSSR also will be focusing more on
contextual learning. The contents will be make students to connect the contents they
learnt in classroom to the pupils daily live, the community around them and the
world.
KSSRs main focus will be on the mastery of literacy, numeracy and
reasoning skills as the Ministry of Education have found some pupils have not been
taught how to hold a pen or pencil properly, which in turn affects their writing skills. In
addition, there will be an emphasis on creativity and innovation, entrepreneurship,
and information and communication technology. So, the learning will be made more
fun and the approaches used include it being project and activity-based and
problem-based learning, with ICT components introduced as early as Year One. The
students were exposed with ICT since an early age with a hope so that they could
lead the nation in the future that basically will run based on technology. Those
Malaysia will not left behind and be as one of the most modern country in the world
KBSR, the objective was stated in terms of learning outcomes but in KSSR, it
was the content standards which pupils need to achieve. The core basic module
contains 6 subject which are Bahasa Malaysia, English, Chinese or Tamil (only for
Vernacular Schools), Mathematics, Islamic Education (for Muslim pupils) or Moral
Education (for non-muslim pupils) and Physical Education. The core thematic
module contains 3 subjects which are Arts and Me, World of Science and
Technology and Malaysia Negaraku. The Elective Module contains language
subjects such as Chinese, Tamil, Arabic, Iban, Kadazandusun or Semai which
schools can choose to offer.

At stage II Primary School, the curriculum emphasizes strengthening and
applying the 3Rs, basic ICT skills, development of socio-emotional, spiritual,
physical, cognitive, attitudes and values. Content knowledge is presented through 9
subjects. This means that by Year Six English, pupils must be able to write a formal
letter using appropriate language while in Year Four, it would be to know the format,
structure and salutation.
In Level One (Years One to Three) at the primary level for national and
vernacular schools, the core modules are Bahasa Malaysia, English, Chinese, Tamil,
Mathematics, Physical Education, Health Education as well as Islamic Studies or
Moral Education. The elective modules will be Arabic, Chinese for national schools,
Tamil for national schools, Iban and Kadazan Dusun. Pupils will also be exposed
to Science and Technology, and Arts in the form of Visual Arts and Music.
In Level Two (Years Four to Six), the subjects will be based on five modules
that are communication, science and technology, physical and aesthetics, spiritual
attitude and values and humanitarianism. In addition, the transformation of the
school curriculum based on creativity and innovation will make learning fun and no
longer examination-oriented. This transformation is significant as it involves the
curriculum, approaches to teaching and learning as well as values.
Based on the Curriculum Specification for English by the Ministry of
Education, the curriculum by KSSR follows an integrated approach. In addition,
moral values will be infused in lessons through the selection of appropriate materials
and activities. Elements of patriotism, environmental education, study of the local
environment and health education will also be infused in lessons. Specifically in
English, the curriculum stresses the development of critical literacy. Those, the
teachers will provide opportunities for pupils to question. The student could also
evaluate the texts as they listen and read them. These opportunities are important
for achieving personal goal, their growth and confidence to be a high quality member
of our society. That is why the new curriculum is said in the same line with the goals
of National Philosophy of Education which seeks to optimise the intellectual,
emotional and spiritual potential of pupils.
As I reflecting deeper, I realize that, there is some challenging that I foresee in
implementing this new curriculum. I think, not all of teachers are capable and having
enough experience in implementing new curriculum. Teachers only read about
implementation of KSSR at manual book, and I think it may result in lack of
understanding especially in term of practical aspect. Consequently, this will lead
them implement incorrect ways that may not in line with the standard of KSSR. I also
think that, lack of experience may also be a challenge for teachers especially for new
teachers trainee. This is because, they may not familiar this new KSSR curriculum.
I believe that some pupils may not ready mentally and physically for this new
curriculum. For example, imagine pupils in primary school level 1, I think they may
not be able to adapt this new curriculum specifically on how to reflect (menaakul) as
a part of independent learning skills. Moreover, some subjects are combining
together. Thus, I think some pupils will find confuse as they cannot be able to
differentiate what are the skill that they should focus on. Worse, if they are not
guided for their independent learning, I believe they may lose track. This
consequently may lead them lose interest and demotivate on what they are studyingI
think resources available in our country specifically in urban areas are still not
enough. In this new curriculum, ICT will be integrating as one of the element in
teaching. Thus, if some schools lack of these facilities of technology how can do we
implement KSSR successfully? Moreover, in order to lead pupils learn
independently, pupils should be provided sufficient resources to support learning.
This includes reference books, computer laboratories, internet or Wi-Fi connection,
etc. I also believe that, if pupils are not used to use internet or OPAC system in
library, how do we expect them to search information independently? As a result,
pupils especially for young learners in urban areas may find it is difficult for them.
There are many advantages and disadvantages if UPSR and PMR
examinations are abort from our education in KSSR. THE students are too stressing
and burden as they are forced by their parents to study and score as many As as
they can. So, when there is less exam-oriented, it will give more room and space for
pupils to develop their potential and build up interest in learning. Thus, the division
of education will find alternative to replace the examinations for example on-going
assessment, project, performance, skill, etc. Furthermore, pupils are talented in
many areas will have the potential to develop them to its maximum. They should not
be measure their potential and capabilities by simply sitting for UPSR and PMR
examinations.
As the conclusion, the Modular Approach in KSSR is an attempt to give all
pupils a 'fair chance'. During the KBSR era, we can see an education system that
was so heavily examination-oriented. Because of that, many teachers fell into the
temptation of teaching what was only needed to pass the examination. Pupils were
not given enough opportunity to truly learn the language, to explore the beauty of it,
to enjoy it. One of the modules included in the KSSR Modular Approach is the
Language Arts module. Most of the time teachers wouldn't spend a lot of time on it
with their pupils because the contents are not directly related to the syllabus content.
So, why must skills be taught in sequence under the Modular Approach?
Because it seems to be the best way of teaching the skills if we want the Modular
Approach in KSSR to work. It isn't because not teaching in sequence is not good or
doesn't work, it is because the Modular Approach in KSSR is designed that way, and
it needs to be conducted that way in order for it to work. And we are not talking about
any other Modular Approach under any curriculum in any other country. We are
talking about the Malaysian KSSR Modular Approach.
And don't forget that KSSR isn't all about Modular Approach. There are
various other elements of the curriculum that may provide meaningful and contextual
learning for all pupils. The educational emphases that include thinking skills, mastery
learning, ICT skills, multiple intelligence, constructivism, contextual learning, learning
how to learn, values and citizenship, knowledge acquisition, creativity as well as
entrepreneurship all contribute towards making learning meaningful and relevant to
real-life context for all our pupils.
















Question ii :
The KSSR is a new program that people look forward to, as it aspires to give
students a fun learning environment and get rid of the practice of cramming to learn,
through the injection of creativity and innovative thinking in the curriculum. But the
response from the teachers seems to convey that there are gaps between the ideal
and the reality, and that the goal of educational transformation is not easily reached
Those who are teaching staff, I realised that their feelings on KSSR are that a
lot of paperwork is involved, directly increasing the burden on teachers. This is
based on my observation and my interview with some of the teachers during my 1
st

school based experience. Teachers often find themselves short of time to teach and
to do paperwork at the same time; and the calls to the Ministry to reduce the
workload of teachers have never ceased. Under the KSSR program, teachers need
more time to interact with students, yet the paperwork has increased rather than
decreased. People find it hard to understand the rationale indeed of KSSR.
Teachers also face the problem of how to do the assessment of their
students. Based on my interview and discussion, many teachers feel lost on the
evaluation criteria even after the briefing, and are also not clear on how to complete
the evaluation forms of the students achievements. It is understood that there are
specific instructions for each skill for the languages, but there is none for Science.
The learning benchmark for KSSR is 100% and teachers must ensure that every
student meet the standard. This has also given teachers a lot of pressure as they
need time to assess their each student individually. It is troublesome for the teachers
as when teachers asked questions about assessment, they were given the answer
"go back to discuss with the school, the decision on how to assess is by the school".
There is no true method of assessing the students.
The KSSR requires teachers to apply classroom strategies which promote
creative and critical thinking and innovation among pupils. Teachers need to carry
out teaching and learning activities which are student-centred, provide opportunities
for pupils to explore and test their hypotheses and ideas, solve problem and most
importantly provide a fun learning environment. Classroom practices such as inquiry-
based, problem-based and project-based are some recommended strategies which
promote critical and creative thinking and innovation among pupils. Teachers need to
be sensitive to students learning needs and be able to identify learning styles which
suits them best. But the reality is, not all teachers have the skill to do this. Teachers
need to be strong mentally and physically to cope with the students. If us, the
teachers are not well prepared with all the skills needed, maybe we will failed to
mould them to be a good citizen and teachers will failed to meet the FPK needs
those the students will not be a high class citizen that could lead our nation in the
future.
The KSSR proposes the implementation of schools-based assessments to
gauge students potentials and the effectiveness of the teaching and learning
process in the classroom. This formative assessment will inform teachers on suitable
remedial or enhancement treatments for pupils. It will also help teachers identify and
plan salient and effective classroom strategies. But to plan the strategies is not an
easy work. Teachers need to dig deeply and use all sources to come up with a high
quality plan and carried it out to the students.
The challenges that will be faced when implementing the new curriculum is
that it is mostly based on ICT. KSSR uses a lot of ICT in the practice of teaching.
Some might find it as a very good and advance step in implementing ICT since it will
make learning more fun with loads of resources to be found on the web. But for
others, it might be a burden, especially those in the rural areas. It's to say that
teachers will need to put an extra hard work since some of pupils in the rural areas
are not use to using ICT in the teaching and learning session. Internet connection is
also very scarce in this particular part of the country, so works is needed to be done
to provide better internet connections. For those school in rural areas that is by
chance is lucky to be equipped computers and so forth, they might not be enough
computers to use in schools and some might be out-dated. This indirectly will cost
the government millions to keep the KSSR real and practical to be implemented.
Ministry of Education(MOE) should held an ICT course for the teachers that is
going to be involved in the implementation of the new curriculum. This helps them to
be better equipped and enable them to help and teach other teacher with their
expertise in ICT in their school. This will also makes sure that the government
doesn't waste the citizens money by having a course for each batch of teachers.
As for the reflection what I could say is that I started to question myself -
Current Demands for Education Content. There are still a lot of elements of
technology in education content. For examples like courseware, smart board and
computers that in line with current demands for education content.
The teachers in school do not use and exploit this material well. Moreover,
teachers prefer to keep nicely in cupboard but rarely use it. Worse, some teachers
do not have skills in technology and lack of English proficiency in delivery of the
subjects specifically Mathematics and Science. Worse, I was shocked when some
teachers just simply ask pupils to repeat after them during the lesson. This makes
me sad as government has spent a lot of money in providing technology tools to
enhance learning but in reality, not be implemented well by teachers in schools. So
how and when will KSSR meet the needs of FPK?
I realize that, KSSR provide a platform for students to progress according to
their capabilities and nurture pupils to be responsible for their own learning through
exploration and develop their potential. It is hope that, with new curriculum, it can
help in producing pupils with 21st century abilities such as critical thinking skill,
communication skills, collaboration, creative thinking skills, and etc. This in line with
the needs of FPK. I questioned myself one more time, how about the process of
doing reflections and reasoning (menaakul). As I reflect current Malaysian education
system, I think reflection is lack in our education. I believe that most of students
usually not reflecting every time after the class end. Moreover, Malaysian education
system is known as exam-oriented and teacher-oriented, as there are too many
examinations like UPSR,PMR,SPM,SPTM etc. Thus, teachers are too busy in
covering syllabus and this consequently make students under pressure and stress to
catch up every the topic taught by their teachers. Some students simply memorize
and busy themselves attending tuition centre. As a result, students become passive
and not even remember what they have learnt every day. In this new KSSR
curriculum, it is hope by implementing 4M specifically reflection (menaakul) will help
teachers and students to think critically on what they have learned.

As the conclusion, there are several strategies that should have been
proposed to overcome challenges in implementing KSSR curriculum.
Teacher should undergo sufficient training not only for theoretical aspect, but
also more stress on practical aspect of implementing KSSR curriculum. Teachers
should be trained by professional authority that expert in this field. With sufficient
practice by teachers, it is hope that they may learn appropriate ways of teaching,
methods and guides for pupils to be independent learner and be responsible on what
they have learn. In addition, teachers also should equip themselves with technology
skills so that they do not find any difficulties in integrating ICT in the lesson as one of
the criteria of KSSR curriculum.
Students especially for the young learners should be given appropriate
scaffolding and guides by teachers so that they can learn to be independent learner
step by step. This should suit with their cognitive development and their
readiness. Teacher should also be sensitive to pupils needs and be facilitator so
that they can facilitate pupils when necessary. Teachers cannot expect them to be
independent themselves without any guides as they are still new and try to adapt
with new curriculum.
The government should alert and allocate basic resources for every school
especially in rural areas. In addition, government is concern with this and it is hope
that all schools can be equipped with appropriate resources by the end of this year.
So that KSSR can be implement successfully next year. To enhance learning,
government should ensure every school has appropriate resources like computers,
books, dictionaries so that pupils can assess for information as part of their
independent learning.